STRUCTURED LEARNING EPISODE (SLE)

(Elisa S. Marcelino & Alma DC. Padrigo)

Rationale/ Overview:
The RPMS is an organization-wide process to ensure that employees focus work
efforts towards achieving DepEDs Vision, Mission and Values (VMV). It is a systematic
approach for continuous and consistent work improvement and individual growth.
RPMS has 4 phases wherein the Performance Planning and Commitment is the
st
1 phase. Where in this phase, the Unit and the individuals Key Result Areas,
Objectives, Performance Indicators and corresponding weight are established and
agreed upon. This should be done before the performance cycle starts.
Description:
Performance Planning and Commitment is the first phase of the RPMS. This is
the starting point of performance management. The Rater and the Ratee work together
to identify, understand, and agree on: what the employee needs to do, how it needs to
be done, why, when, and so on.
Duration: 1 hour
Participants: All Elementary Teachers of Diffun 1 District
Resources: RPMS Manual; materials for the activitie- 4 laundry basket; 120 small balls,
8 Manila Paper; 4 pentel pen; 1 roll masking tape; photo copies of Duties
and Responsibilities of Teacher I-III; Master Teacher 1; Master
Teacher II;
Head Teacher and Principal power point presentation
Objective:
1. Discuss the four important components of Phase 1 as follows:
Units Objectives;
Individual KRAs, Objectives and Performance Indicators;
Competencies Required and Additional Competencies Needed; and
Reaching Agreement.
Session Proper
Activity
Task : Activity: Basket Balls
Materials Needed: 4 buckets; 120 small balls
Instructions:
1. The group will compose of the following schools:

2.
3.
4.
5.

6.

7.

Group 1- Diffun Central

Group 2 _ SAIS, DSES, DES, GURES, MCES
Group 3- BIS, IPES, GES,
Group 4- ABES, RES, LGES, UUGES, SIIS
Official Timer: Jonard Bunao
Select 5 shooters, 2 ball pickers and 1 coach in each group. The rest will be
cheerers/ watchers.
Place the bucket/ box 5 steps away from the reference point.
Round 1
Goal: from a distance of 5 steps away from the laundry basket, throw as many
balls into the laundry basket in 1 minute. Teams are given 2 minutes to
plan. 1-minute to shoot. Shoot as many as you can
Round 2
Assign a member who will count the number of times that the group was
able to shoot. Balls may be removed and used to shoot again. Teams are given 1
minute to plan.
Goal: Shoot 27 balls in 30 seconds
Round 3
1 minute to plan; shoot 40 balls in 30 seconds

Analysis
Process the activity with the following questions:
1.
In the 1st round of the activity, what have you done to meet/ to
accomplish your task? (2nd, 3rd round)
2.
The winning team will share their strategies why they were able to win
the game.
3.
To the weakest team, what do you think were your weakness why you
were not able to attain/ achieve the goal?
4.
What is the importance of planning and goal setting? importance of
planning and goal setting
5.
What do you feel when goals are so stretched?
Abstraction
1. Review/ Brainstorm on the duties and responsibilities of a teacher.
2. Discuss the units objectives. Use some lines in the story Alice in the
Wonderland as springboard. Ask the definition of objectives to the
participants. Emphasize that Objectives are the specific things you need
to do, to achieve the results you want. It is clearly written and specific.
Give the employee clear accountability. They will know what is expected
of them. During the year, they will know how their results measure up to
those expectations.

Enable employees to easily track and document performance better.

Help to ensure that jobs are rewarding, value-adding and manageable.
Written objectives must be in SMART way:

What does the S stand for? Allow participants to answer and explain what
this means. If you need to prompt them, use the notes below.
SMART objectives are Specific.
What does this mean?
An observable action, behavior, or achievement is described.
Why is this important?
Evaluating performance on an objective requires that the outcome can be
verified.
The more specific it is, the easier to evaluate.
And, most importantly, the more specific it is, the easier it is for an employee
to understand what the product or service should look like upon completion.
Thus, once the employee knows what the outcome should look like he or she
can focus on how to accomplish the objective effectively.
For example, Provide an assessment of the work units financial situation, is
vague. An improvement that would provide greater description of the end
product and allow the supervisor to verify it would be, By March 30 th, produce
a written report on current office expenditures within the work unit and provide
concrete, realistic recommendations for cutting costs by 5%.
How about M? Again, let the participants respond and explain. Use the
notes below if necessary.
SMART objectives are Measurable.
Why is this important?
Impartial evaluations of whether the performance objective was achieved
are difficult if specific measures are not included.
The measurement component of an objective should reflect the important
dimensions of the product. For example, it is important for analytic reports
to reflect high-quality analytic tradecraft rather than producing high
quantities of inaccurate reports over the reporting period. Figuring out
meaningful measurement is more important than identifying a
measurement of convenience.

Common types of measurement include:

Quantity amount produced (e.g., raw numbers or percentages)
Quality accuracy, effectiveness
Time within 6 months, by January 31st
Cost-effectiveness efficiency that results in time or money saved
Remember to set the measurement requirement at the Successful level of
performance and allow people room to exceed the objective.
Let participants discuss; use notes if necessary.
SMART objectives are Achievable and Realistic.
By achievable and realistic we mean 3 things:
The work the objective requires is within the individuals control.
To clarify the within the individuals control achieving the objective does
not require significant contributions from other team members.
The work can be achieved with the resources available to the employee .
The objective is appropriate for the individuals experience, skill, work
level, and position within the organization.
For example, entry/developmental employees should not be required to
brief a senior level person in the organization. However, they may be required
to brief their team members.
The importance of this requirement should be obvious. The primary
benefit of making sure an objective is achievable is fairness to the employee.
Setting requirements that exceed the expectations for ones work level or
requirements that cannot be completed with the resources available is unfair
and inappropriate.
Let participants discuss; use notes if necessary.
SMART objectives are Relevant.
Relevant means that the objective is important to the employee and to the
organizations mission.
Why is this important?
Establishing relevance ensures that each employee understands how he
or she contributes to larger goals and the success of the organization.

Remember, this is a key reason for establishing performance objectives

under DCIPS.
A line of sight should be drawn between the employees work, the work unit
goals, and the organizations mission.
The linkage should be explicitly written in the performance objective
statement. It may be as simple as saying, This objective supports the
organizations strategic goal of XYZ.
Let participants discuss; use notes if necessary.
SMART objectives are TIME-BOUND.
Why is this important?
Sets expectations for employee

Achievement of the objective can be measured against the timeframe set

for completion.
Using specific dates such as March 15th is preferable to stating within six
months. You may also use designations such as end of the 3 rd quarter of FY09
or end of the evaluation period.

Your objectives should be outcomes focused on what you want to achieve

rather than what you have to do
WHY ARE WE DOING THIS?
Divide into 2 groups, each make a smart objective based on discussion, go back
to indicators (RPMS)
3. Identify Individual KRAs, Objectives and Performance Indicators
The second component of the performance plan deals with the individual's
share of the organization's strategic objectives.
Using a 5-point rating scale, the head of office shall identify a performance
indicator for each of the office objectives, while the rater and ratee shall
identify and agree on the performance indicator for each of the individual
objectives.
Ask: How will you know that you have reached your goal?
KPIs evaluate the success of an organization or of a particular activity in
which it engages. Often success is simply the repeated, periodic achievement
of some levels of operational goal (e.g. zero defects, 10/10 customer
satisfaction, etc.), and sometimes success is defined in terms of making
progress toward strategic goals.
Performance measures let us know:
How well we are doing
If our processes are in statistical control
If we are meeting our goals
If and where improvements are necessary
If our customers are satisfied
Operational definition or meaning of each numerical rating shall be indicated
under each relevant dimension per performance target or success indicators.
This shall ensure that the rating is objective, impartial and verifiable.
Effectiveness the degree to which objectives are achieved and the extent to
which targeted problems are solved. getting right things done.
Efficiency doing the things right
Time-related performance indicators such as project completion deadlines,
time management skills and other time sensitive expectations.
4. Discuss Competencies Required and Additional Competencies Needed
We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3)
Teaching, and (4) Core Skills.

Competencies are the HOWs of performance: the knowledge, motivation, and

behaviors people display to achieve results.
Competencies uphold the organization's values. They represent the way
people define and live the values.
5. Reaching Agreement
At the end of phase 1, this is what we should have reached
The fourth important component of the Performance Planning and
Commitment Phase is the Reaching Agreement Discussion. It's the
manager's job to act as reviewer and coach for the final version of the
performance plan.
The purpose of this meeting is for the Rater and the Ratee to discuss and
agree on objectives that the Ratee has identified for the current performance
cycle.
The Rater should help to set priorities as to what can realistically be
accomplished.
Once all the MFOs, KRAs, Objectives and Performance Indicators are agreed
upon, the Rater and Ratee should sign the form.
APPLICATION
Participants will be grouped as follows:
Group 1- Teacher I-III
Group II- Master Teacher I
Group III- Master Teacher II
Group IV- Head Teacher/ Principals
Group V SPET
Have them identify their duties and responsibilities and group them
according to KRA.

Each group will make an objective in their KRA. Formulate the

Performance Indicators as to Quality, Efficiency and Timeliness.

Prepared by:
ELISA S. MARCELINO
Master Teacher 2
ALMA DC. PADRIGO
Master Teacher 2